6 - Opinion Letter

In this unit we teach children how to channel their natural abilities of persuasion into letters designed to state an opinion about a book they know. Letter writing begins with the students believing they have something to share with someone and also that people are interested in hearing other points of view. We begin by telling children that what they have to say is important and that their words make a difference.

This unit becomes a foundation for teaching students that in real life and in various other writing forms, individuals make a claim and support it with evidence. Children need to grasp the big work that we are asking them to do and believe that this work is within their grasp. What is really important here is focus. Writers need to decide exactly what they want to say and then work diligently to say that one thing. You will want to revel in children’s approximations as well as their enthusiasm to get their opinions down on paper.

Students begin by listening and forming opinions about books they have heard. Through immersion, they study the format of letter writing, how books can create strong feelings within us and how we can have strong feelings because of the connections we make to the book. Before children begin to draw and write, they are given an opportunity to plan and rehearse at an oral level how their letters will unfold. After composing, in kindergarten fashion, writers revise and edit their work to make it more effective.

Finally, after their opinions are on the page, they seal them up and send them into the hands of another person.

While the information contained here is not related to Unit Level Standards, important information related to UDL is included for your reference.

What is Universal Design for Learning (UDL)?

UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners.

Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE)

© CAST, 2013

UDL
Universal Design for Learning

1. How do writers use mentor text to form opinions about books?
2. How do writers form and support their opinions about books?
3. How do writers write to express an opinion?
4. How do writers revise and edit to make a piece more effective?
5. How do writers go public with audience in mind?

Part One On-Demand Assessment

Part Two: Immersion Phase – Sample Lessons

Concept I: Writers study mentor text to form opinions about books.

Sample – please see Immersion Phase section for more information.

Additional sessions/activities may be added depending if immersion is done during reading, writing time or both.

Immersion

Part Three: Lesson Sequence Phase

Concept II: Writers form and support their opinions about books.

Session 1 Writers form and share their opinions about books.

Session 2 Writers support their opinions by providing a reason.

Session 3 Writers use a touch organizer to orally share and plan their letters.

Concept III: Writers write to express an opinion.

Session 4 Writers think about and use their touch organizers to begin writing their letters.

Session 5 Writers choose an audience to share their opinions.

Session 6 Writers write more about their books.

Session 7 Writers write opinions about other things.

Concept IV: Writers revise and edit to make their pieces more effective.

Session 8 Writers use a touch organizer to check for the parts of their opinion letter.

Session 9 Writers revise the greeting and/or closing of their letters to make them more effective.

Session 10 Writers revise the body of their letter.

Session 11 Writers edit for readers to make sure the text is easy to read.

Concept V: Writers go public with an audience in mind.

Session 12 Writers go public with their writing.